Degree

Doctor of Philosophy (PhD)

Department

College of Education

Document Type

Dissertation

Abstract

Since 2021, Louisiana has enacted several pieces of legislation to improve student literacy rates. In 2024, Louisiana passed legislation that requires the implementation of high-dosage tutoring for students. This study examined the effects of high-dosage literacy tutoring delivered through two modalities: traditional, in-person tutoring and online tutoring provided by the popular vendor Air Reading. Specifically, the study investigated whether differences existed in student growth based on modality and whether tutoring modality and attendance were significant predictors of growth for second through fifth-grade students in a rural Louisiana school district. Student growth was measured using changes in DIBELS composite score benchmark classifications. Quantitative analyses examined differences in growth between tutoring modalities and the extent to which modality and tutoring attendance predicted student growth. Results indicated no statistically significant difference in mean student growth by tutoring modality. Additionally, neither tutoring modality nor attendance significantly predicted student growth. These findings suggest that both tutoring modalities produced comparable outcomes for participating students.

Date

10-11-2026

Committee Chair

Sulentic Dowell, Margaret-Mary

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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